Lesson 5 Meet Ms.Liu 表格式教案

教学设计
课程基本信息
学科 初中英语 年级 八年级 学期 秋季
课题 Lesson 5_ Meet Ms. Liu
教科书 书 名：英语（衔接三年级起点）八年级上册 出版社：河北教育出版社
教学目标
Teaching objectives By the end of the lesson, students will be able to: summarize the key aspects of a report about describing a person; write a report to introduce someone special.
教学内容
Teaching important points: Students learn to understand the text by predicting, skimming and scanning . Students are able to summarize the key aspects of a report about describing a person. Teaching difficult points: Students can write a report to introduce someone special.
教学过程
Step 1: Leading in
Greetings.
Lead in the lesson by instructing the students to discuss the question:
Teacher: How do you feel when you talk in front of your class
Students: Excited, nervous, worried, scared, happy......
Teacher: It’s up to you. If you prepare well, you are sure to do a great
job.
Instruct the students to open the book and turn to page 10. Ask students to look at the title and pictures of lesson 5. Then ask students to predict.
Teacher: What is the passage mainly about What is Li Ming doing Maybe he is giving a report, right What’s the report about Maybe it’s about Ms. Liu, right Great!
Instruct the students to read the background quickly and answer the questions.
Where is Li Ming What is he doing
渗透阅读策略：Before we read a passage, we should pay attention to the title, headline or the pictures. They usually show us the topic or main idea of the passage.
【设计意图】通过师生问答，引出本课话题，引起学生兴趣。通过课文题目和图片，预测本课内容，渗透阅读策略。符合学生的阅读习
惯。
Step 2: Listening
Ask the students to listen to the report and finish Exercise 1 in Let's Do It.
Have them read the True or False statements quickly. Then play the audio and ask the students to complete the exercise.
If necessary, they can listen again.
Check the answers as a class and correct the false statements.
【设计意图】通过听力练习，提高学生捕捉关键信息的能力。提醒学生听前浏览题目，有针对性地去获取信息。
Step 3: Reading
First Reading: Read for the structure (Skimming)
How many parts can the report be divided into
Get the students to skim the passage and find out the answer.
【设计意图】通过略读，渗透阅读策略即通过读每段第一句话， 快速获取信息，培养学生迅速把握段落及文章主旨大意和结构的能力。
Second Reading: Read and explore (Scanning)
Instruct the students to read the first paragraph and answer the question.
What did Li Ming do before writing the report
（He talked to someone very special—Ms. Liu.）
Why does Li Ming think Ms. Liu is special Let’s go on reading.
Task:
How does Li Ming describe Ms. Liu Ask students to keep the question in mind while reading.Then, show the task: read and make a mind-map.
Instruct the students to read the second paragraph and answer the questions.
How does Li Ming like Ms. Liu How do you know that Why does Li Ming feel lucky
带领学生阅读第二段。体会李明对刘老师的感受—lucky。
Topic sentence: I feel lucky to have her as my English teacher. Why is she knowledgeable Why are her lessons interesting Why does Li Ming think Ms. Liu is kind and patient
讲解knowledgeable, encourage, discuss, patient 含义。（体会老师博
学、耐心引导和鼓励学生）。
Are there other special things about Ms. Liu Let’s go on reading.
Instruct the students to read the third paragraph and answer the questions.
What are Ms. Liu’s interests What does she hate Why
Instruct the students to read the last paragraph and discuss how Li Ming ends his report.
Show a mind-map and analyze how Li Ming describes Ms.Liu.
读后追问：Do you think Ms. Liu is special
Third Reading: Read and complete the passage
Get the students to do the Exercise 3 in Let’s Do It. Then check the answers as a class. Analyze the writing method at the same time.( Analyze how to describe a person. )
Get the students to learn the Learning Tip .
Teacher: In English, It’s more polite to add a title before the person's family name. Boys and men are called “Mr.”. Married women are called “Mrs.”, unmarried women are called “Miss.”, and “Ms" can be used when you do not want to state whether she is married or not .
We do something similar in Chinese.
【设计意图】以问题为工具，引导学生使用阅读策略获取、整理、归纳主题意义，提高从文本材料中获取信息的能力。同时，通过问题帮助学生理解作者写作意图和表达的情感，提升学生的思维品质。通过思维导图，帮助学生思考并归纳如何描述人物。通过让学生思考刘老师是否“特别”，培养学生的批判性思维，为输出写作做好充分的准备。通过学习英语中不同的称谓语，增强学生的文化意识。
Step 4: Post-reading
Instruct the students to think about how to write a report.
（Pay attention to the structure and the content.） Step 5: Writing
(
Instruct the students to talk about a favourite person in
groups.
Instruct the students to write a report to introduce someone
special.
They may use lesson 5 as a guide.
写作要求
:
About 80 words
Use new words and expressions Pay attention to the structure
Present a
student’s
passage. Then, correct and
analyze.
【设计意图】通过引导学生思考、总结文章写作思路、结构和内容，明白作者写作方法，帮助学生了解语篇知识。学生讨论并描写一位对自己来说很特别的人，教师给出写作标准和范例指导，实现语言输出。有助于培养学生的创新思维。
Step 6 Homework
Complete and polish your
report.
Give a report to your
classmates.
【设计意图】引导学生课后完善写作并作报告，继续巩固所学，
提高学生的实践能力和语言运用能力。
)